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Hilda Taba.Pdf Hilda Taba Hilda Taba was an architect and curricular theorist born in Estonia in 1902. Taba studied English and Philosophy and earned her undergraduate degree at Tartu University in Estonia. She then went on to earn her Master’s degree at Bryn Mawr College in Pennsylvania studying the relationships between democracy and the curriculum. From here she would then go on to work with progressive educators such as Boyd Bode, William Kilpatrick, and John Dewey at Columbia University where she would study and earn her doctorate. During her doctoral work and continuing onwards Taba believed that education should be a dynamic and interactive phenomenon where children are taught to think instead of just regurgitating facts. Taba argued that children should learn to solve problems and resolve conflicts together as a group, not individually (Taba, 1979). Most notably, Taba believed that teachers had to teach an efficient and organized curriculum with students being evaluated using appropriate tools (Taba, 1966). Taba was such an influential curricularist that Ralph Tyler invited her to be a part of the Eight-Year Study. Taba was tasked with researching the attitudes and problems in a students’ social life and the impacts this has. Taba focused on the measurement of the attitudes towards class, ethnicity, race as well as focusing on the social studies curriculum. In 1951 Taba took a position at the San Francisco State College. Here Taba did much of her research on curricular development. Taba’s curricular research and development provided a blueprint for curriculum development in the twentieth century (Fraenkel, 1992; Krull, 2003). John Bosica References Fraenkel, J. R. (1992). Hilda Taba's contributions to social studies education. Social Education, 56(3), 172-178. Isham, M. M. (1982). Hilda Taba, 1904-1967: Pioneer in social studies curriculum and teaching. Journal of thought, 108-124. Krull, E. (2003). Hilda Taba (1902–1967). Prospects, 33(4), 481-491. Taba, H. (1966). Teaching Strategies and Cognitive Functioning in Elementary School Children. Taba, H. (1979). The problems in developing critical thinking. Thinking: The Journal of Philosophy for Children, 1(3/4), 77-79. .
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  • Hilda Taba [Dictionary Entry]
    Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Faculty Publications Department of Middle and Secondary Education 1998 Hilda Taba [Dictionary Entry] Chara H. Bohan Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_facpub Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons Recommended Citation Bohan, C. H. & Davis, O.L. Jr., (1998). Hilda Taba. In Eisenmann, Linda.Historical Dictionary of Women's Education in the United States. Westport, Conn: Greenwood Publishing Group, 1998. (pp. 408–410). This Article is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Taba, Hilda. Hilda Taba (1902-1967), a woman of strong leadership and astute scholarship, was a twentieth-century pioneer in curriculum development who contributed conspicuously to major developments in American education. Although her accomplishments were varied and numerous, her collaborators are often better known. Having studied under William Heard Kilpatrick and John Dewey, Taba’s educational theories and practices derived from progressive educational philosophy. Taba contributed several important ideas to the curriculum field, many of which remain at the forefront of curriculum discourse and practice. Born in Estonia, Taba came to the United States in 1926 as a European Fellow at Bryn Mawr College, where she earned her master’s degree. She continued graduate work with a doctorate in educational administration at Teachers College, Columbia University, the center of progressive educational thought in the 1920s and 1930s.
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